Through investigating the experience of e-portfolio use by pre-service teachers (PSTs), this article provides significant evidence about the high-quality implementation of e-portfolios in higher education.
The reasons behind the participants’ success in an e-portfolio-based unit is explored.
In particular, the research explores the reasons why several participants were more successful than others when using e-portfolios.
This is the first research that has examined PSTs perspectives on e-portfolio-based learning within constructivism, students’ approach to learning (SAL), the 3 P model (presage, process, and product) of learning, and self-regulated learning (SRL).
This article aims to examine the efficacy of e-portfolios as an evidence-based strategy for the demonstration of pre-service teachers (PSTs) teaching philosophy.
PSTs (N = 73) used e-portfolios to demonstrate their understanding of the Australian Institute of Teaching and School Leadership (AITSL) standards in their teacher education program.
The participants in this research presented samples of evidence about teaching philosophy, internship, and professional development experiences to cover professional knowledge, professional practice, and professional engagement in their e-portfolios.
The reported research in this article is part of a larger research project and in accordance with the applied theoretical framework, gives a central focus on how PSTs perceive, conceive, and interpret the e-portfolios at universities.